Admissions

Every child has to apply for a place at school. It’s a very easy thing to do but you need to follow the application rules that are laid out.

So please read through the guidelines carefully and then you can apply for a place for your child to come to our school.

Admissions will be co-ordinated through Hull City Council.

Further admissions documentation can be found below:

HCAT’s admission arrangements set out how many children the schools will admit and how they will decide which applicants will qualify for places if the number of applications is more than the number of places available.

Key points

The schools that make up Hull Collaborative Academy Trust will use the following admission arrangements:

1. Applications for pupils having an Education, Health and Care Plan (EHCP) will be dealt with in accordance with the Code of Practice on Special Educational Needs.

2. Where a school is named in a child’s EHCP, following consultation with the Head, the school is required to admit the pupil.

3. If there are less applications than places available, all applicants will be offered a place.

4. Applications by parents of children who wish to defer their child’s admission until the following year will be assessed on a case-by-case basis.

5. After the allocation of EHCP pupils, where the number of applications is greater than the remaining places, criteria will be applied to offer places (please see criteria on page 2 of the policy).

Appeals

An appeal form and guidance will either be included with the allocation letter or provided on request, we would refer you to the specific LA website for how this is administered. The completed form should be returned to the admissions team by the date specified on the appeal form. Appeals for normal round admissions will be heard within 40 academy days of the closing date for appeals by an independent appeal panel arranged locally and 30 days for in-year admissions.

Equality Impact Assessment

There are no identified differential impacts on individuals with protected characteristics set out in the Equalities Act 2010: age; disability; gender reassignment; marriage and civil partnership; pregnancy and maternity; race; religion and belief; sex; or sexual orientation.


Further information:

“Leaders have created an ambitious curriculum that sets out clearly what pupils should
learn and when.”

Ofsted

“Children are
taught to read as soon as they start in the early years.”

Ofsted

“As soon as children start school, leaders check their speech and language needs so that extra help can be provided, where it is required.”

Ofsted

“In the short term, leaders have placed a greater focus on subjects such as
English and mathematics.”

Ofsted

“Leaders’ subject monitoring has led to a consistent and successful approach to the teaching of phonics across the early years and key stage 1.”

Ofsted

“School council representatives attend School Stakeholder Group (SSG) meetings to share their views.”

Ofsted

“Leaders ensure there is a focus on developing pupils’ mathematical vocabulary.”

Ofsted

“In subjects such as history, teachers use assessment skilfully to find out what pupils know before they start to teach a new unit of work.”

Ofsted

“Teachers provide lots of opportunities for pupils to rehearse and say the sounds they are learning aloud, which helps them to remember them.”

Ofsted

“Leaders ensure that opportunities for pupils to apply their mathematical understanding are provided in the activities pupils
complete.”

Ofsted

“Knowledgeable and highly trained leaders ensure that pupils get the support they need to achieve.”

Ofsted

“Leaders have rightly reorganised their curriculum to make up for learning that has been
lost during the COVID-19”

Ofsted

“One pupil told inspectors that ‘teachers are really caring, we know if we ask for help, we will get it’.”

Ofsted

“Leaders have established ‘hive’ provision for pupils who need it. These well-resourced, intimate settings provide the intense support that a significant minority of pupils need.”

Ofsted

“Pupils feel that they are being listened to and that their views help leaders to improve the school.”

Ofsted

“Leaders have continued to prioritise the teaching of phonics and reading.”

Ofsted

“Pupils spoke with enthusiasm about the school garden they are developing and of their plans for the fruit and vegetables they will grow.”

Ofsted

“Democratically elected roles, such as house captains and school councillors, enable pupils to contribute purposefully to school life.”

Ofsted

“In the early years, mathematics is a high priority. Daily ‘carpet time’ is used to teach children
mathematical concepts”

Ofsted

“Leaders provide ‘chatterpacks’ to parents so that they have the age-appropriate resources they need to support their child’s
reading.”

Ofsted

“Leaders have ensured that pupils have plenty of opportunities
to design, make and evaluate projects using different materials.”

Ofsted

“Leaders use assessment well to ensure that the books pupils read match the sounds they already know.”

Ofsted

“In other curriculum
areas, such as design technology (DT), the curriculum is improving rapidly.”

Ofsted

“Pupils are clear about the school rules.”

Ofsted

“The mathematics curriculum is clearly sequenced. Teachers provide opportunities for pupils to continually revisit and review previous learning.”

Ofsted

“Strong, cross-curricular links with subjects, such as science, give pupils the opportunity to apply their skills and
knowledge when making products.”

Ofsted

“Pupils now use mathematical vocabulary with accuracy.”

Ofsted

“The help that leaders provide for pupils with special educational needs and/or disabilities (SEND) is a strength of the school.”

Ofsted